3.3 Supporting learning: inclusion and specialist provision
Inclusive practice is a fundamental principle that aims to ensure every child, regardless of their background or specific needs, receives equal access to quality education in UK primary schools.
In effective inclusive environments, the learning space, teaching practices and curricular materials will cater to the diverse needs of students. If schools embrace diversity and promote understanding, inclusive learning environments not only support the academic progress of all pupils but also cultivate empathy, respect and social cohesion.
Inclusion can be misunderstood as shorthand for special education or additional-support needs or special provision, yet inclusion encompasses diversity, participation, equity and equality, and relates to all groups who may be marginalised within education and social systems.
For anyone interested in learning in primary schools, developing an understanding of the barriers to inclusion and practices and behaviours that can promote inclusion is important.
Activity 8
Watch the following video with Liz Pemberton, known as The Black nursery manager, where Liz is answering the question ‘So how can educators create environments that encourage play and learning in an anti-racist way?’
Transcript: Video 5 Anti-racism in play and learning
LIZ PEMBERTON : When we think about extending learning opportunities, I often get practitioners, educators, teachers to think about the ways in which we use resources. I often have my mind brought to the notion in the early years, particularly this fascination with a flat pack Eid celebration, the flat pack-- what we’ve commonly come to know as Chinese New Year celebration, instead of using this more inclusive language and calling it Lunar new year, it’s flat pack Diwali.
And I think this is born out of a notion of misunderstanding and wanting to have a quick fix. We also need to be sure that we’re not making assumptions about who the children are in the environment that we may create. Are we making sure that we’re using information children are giving us, as opposed to thinking, oh, well, that child looks Chinese, so they must eat with chopsticks? That’s an assumption.
It may be the case that they do, but it may be the case that they don’t. And so when we’re thinking about setting up the home corner, for instance, we have to be really conscious about saying to ourselves, let’s address that. We don’t know everything. Let’s give the children, if they're in a place or space where they are able to communicate, what is it that makes you feel like you’re at home here?
Liz says that celebrations are sometimes reduced to ‘flat pack’. What is your response to this claim? What can practitioners do so that celebrations are not ‘flat pack’?
How can primary educators learn more about the children in their classroom? Why is this important in your view?
Discussion
Liz encourages practitioners to reflect on the way in which they describe celebrations, to think carefully and critically about the resources and how they’re used, and to consider the impact on the children. In being more aware and more reflective, practitioners avoid reproducing misunderstandings. Observing children and allowing them more autonomy in their environment means practitioners can develop an understanding and appreciation of the children’s individual identities. These changes can make a classroom more inclusive and improve the learning environment for all children.